Research in Visual Arts Education - Bilderlernen.at

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MEDIATED ACTION AND AESTHETIC LEARNINGThe Swedish research review supports these priorities, at least as far as empiricalstudies are concerned. The studies of preschool children’s pictorialactivities in situ, interpreted within the frameworks of Mikhail Bakhtinand Lev Vygotsky, add new insights to the international literature. Thesame might be said about the portfolio assessment of children’s and youngpeople’s creative skills, inspired by the work of Howard Gardner and EllenWinner at the Harvard Project Zero.A handful of empirical studies, although neither Nordic nor alwayspublished within the time frame of this survey, should be highlighted as exemplarsof high standards and important implications for visual arts education:Jacob Getzels and Mihaly Csikszentmihalyi’s (1976; Csikszentmihalyi &Getzels, 1989) experimental study of creativity and problem-finding in art;Michael Parson’s (1987) phenomenological study of how we understad art;Folkert Haanstra’s (1994) meta-analysis of effects of art education; Winnerand Cooper’s (2000) meta-analysis of arts education and academic outcomes,and Hetland and Winner’s (2007, 2008) qualitative, ethnographic study ofthinking dispositions fostered by art education.Conclusions of the Swedish review• Contemporary education of visual arts teachers in Sweden can be characterizedin terms of two trends: decentralisation and academisation. Thepresent challenge is to develop a modern, research-based apprenticeshipand to elevate the position of experience-based knowing in teacher education.• Process and socio-cultural approaches laid the foundation for a new interestin children’s drawings from the 1990s onwards. Inspired by MikhailBakhtin, Karin Aronsson argued that children’s drawings should be understoodas narratives rather than representations of something that the childhas seen or know of. By interpreting children’s drawing as social practice,Eva Änggård and others offered still another lens for observing what isgoing on.• Anders Marner and Hans Örtegren found that in spite of new visual artscurricula, Swedish classroom activities did not seem to have changed verymuch between 1992 and 2003. Approx. 45 % of the art teachers definedvisual arts (pictorial studies) as an art-and-craft based, aesthetic-practicalschool subject, whereas almost the same percentage of the teachers putcommunication at the core of the curriculum. A minority looked upontheir subject as basically an outlet for free creative expression.NORDIC VISUAL ARTS EDUCATION IN TRANSITION 71
MEDIATED ACTION AND AESTHETIC LEARNING• Students in the compulsory school seem to produce more advanced picturesthe longer they have been in school. However, Lars Lindström, LeifUlriksson and Catharina Elsner found that they stagnated or showed onlyminor progress with regard to process criteria measuring the ability towork independently, to assess their work, and so on, that is such qualitieswhich visual arts psychologists Lois Hetland and Ellen Winner associatewith “the real benefits of visual arts education”.• Lena Aulin-Gråhamn and Jan Thavenius developed a sociological theoryof aesthetic experience. They wanted to show how the way in which wethink about and use the aesthetic is influenced by its institutional framework,such as the school, the art world or the market. They advocate aradical aesthetics, inspired by the art world, as an alternative to the modestaesthetics, prevailing in schools, and the market aesthetics, which dominatethe aesthetic field.• Marner and Örtegren claim, like action theorist James Wertsch, thathuman action typically employs “mediational means” such as tools andlanguage, and that the mediation shapes the action in essential ways. Intheir medium-specific perspective, the rhetoric of the child’s “freedom ofspeech” by a pictorial language becomes a pipe dream, unless students areafforded the guidance and time needed not only to master materials andtechniques, but to transform them into media for personal expression.• The concept aesthetic learning processes was introduced in Denmark in the1990s to emphasize, as Marner and Örtegren do, that we do not simplyexpress our personal experiences; we mediate them by using, for example,a pictorial language. In Sweden, the concept has got various meanings. Itis used especially in connection with interdisciplinary projects in aestheticdomains without a tradition as separate school subjects, such as drama,film and ICT.• Swedish students who want to prepare a doctoral thesis within the field ofvisual arts education are directed to departments of education, art history,psychology or child studies. However, the theories offered by these disciplinesare often too far away from the complex realities in the classroom.To improve teaching, art educator Elliot Eisner claims, the most urgentkind of research is that which focuses on the processes teachers employin the classroom.72 NORDIC VISUAL ARTS EDUCATION IN TRANSITION
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INTRODUCTIONThe fact that a certain
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APPENDIX 1Jonsson, Carin (2006). L
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APPENDIX 1Elsner, Catharina (1999).
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APPENDIX 1Marner, Anders, Örtegren
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APPENDIX 1Hasselberg, Kersti (1999)
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APPENDIX 1Saar, Tomas (2003). Skola
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APPENDIX 1ReportsAgélii, Karin (19
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APPENDIX 1Persson, Magnus & Thaveni
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APPENDIX 2BooksArvedsen, Karsten &
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APPENDIX 2ChaptersArvedsen, Karsten
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APPENDIX 2Mathiesen, Frants (2004).
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APPENDIX 2Buhl, Mie (1997). Videoin
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APPENDIX 2Hansen, Mogens (1995). Sy
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APPENDIX 2Jensen, Per Kjærsgaard (
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APPENDIX 2Flensborg, Ingelise & Wit
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APPENDIX 3Laitinen, Sirkka. (2003).
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APPENDIX 3Pääjoki, Tarja (1998).
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APPENDIX 3Räsänen, Marjo (2000).
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APPENDIX 3Hiltunen, Mirja (1998). N
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APPENDIX 3Krappala, Mari (1999). Mo
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APPENDIX 3Piironen, Liisa (1996). K
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APPENDIX 3Rusanen, Sinikka & Torkki
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APPENDIX 3Sava, Inkeri, Bardy, Marj
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APPENDIX 3ArticlesErkkilä, Jaana (
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APPENDIX 3Sava, Inkeri & Levo, Merj
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APPENDIX 4Icelandic Publications 19
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APPENDIX 4Helgadóttir, Guðrún (1
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APPENDIX 5Samuelsen, Arne Marius (2
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APPENDIX 5Halvorsen, Else Marie (20
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APPENDIX 5Trageton, Arne (1997). Le
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APPENDIX 5Digranes, Ingvild (2004).
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APPENDIX 5Kjosavik, Steinar (2004).
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APPENDIX 5Stafseng, Ola (2006). Est
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APPENDIX 5Framgard, Erling (1996).
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APPENDIX 5Ruud-Johansen, Petter (20
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APPENDIX 5Danbolt, Gunnar & Enerstv
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